A true test for Worcester

In deliberating on the question of whether Worcester should establish an exam school, the city faces a significant test; indeed, a test of collective vision, boldness, and resolve.

For advocates, the establishment of an exam school would signal the city’s commitment to its best and brightest. It would attract the attention of those considering whether to choose Worcester Public Schools or private education for their children. It would send a strong message of support to those contemplating the possibility of employment and a new home in Worcester, yet who are concerned for the educational opportunity that would be available to their children. It would be a dramatic step toward a new level of excellence and achievement in keeping with the city’s surging economic and cultural aspirations.

Seen in this light, the benefits of an exam school seem self-evident and incontestable. Yet, upon close examination, there is much to question.

For example, what exactly is the opportunity that would be available? In other words, how many different students would an exam school accommodate and on what basis would the very capable students in our schools be accepted? Furthermore, what would be the impact of transferring high-performing students from existing schools, in economic terms but more importantly in terms of educational value? How would an already pared-to-the-bone curriculum and supply budget be affected? How might the opportunity for all students to participate in a vibrant culture of learning be affected?

Aside from these questions of cost and benefit, the prospect of an exam school raises a more profound democratic and social question. What in terms of educational opportunity and quality does Worcester want to stand for?

Under the leadership of Dr. Melinda Boone, our public school district has made the goal of preparing every child and youth in the city for “college and career” the cornerstone of its education policy. This is an ambitious agenda, requiring an unremitting commitment on the part of our entire community, not simply our educators. It is also a position we can stand behind, proudly, as a city — one that deserves protection from compromise.

We also want to create every opportunity for Worcester students to cultivate their capabilities to the extent possible. To this end, what if, instead of an exam school, we not only embraced the commitment to prepare all students for college and career, but gave them multiple ways to develop personally, intellectually and academically?

To be truly visionary, bold and resolute might mean creating a new menu of innovative opportunities for all students.

The menu might include more college courses for high school juniors and seniors and more specialized opportunities such as the Engineering Academy at Doherty High or its counterpart in health science at North High. It might involve the formation of new humanities and math/science clusters in every high school for students with strengths and interests in those areas, combining them with a program of advanced placement courses, problem-solving seminars with community leaders, internships, virtual learning opportunities, community workshops and periodic student-led community-wide exhibitions and performances.

The “best and brightest” in Worcester are in every classroom. They include,of course, the highly recognizable high-performing students. But among them also are low-performing students — some still adapting to school in a new country, some unsure about and still discovering themselves, some perhaps needing someone to trust them and to draw out their capabilities, and some struggling with difficult personal issues. Each benefits from the effort and support of their peers. Together they add up to many more than any exam school could hold.

Our true test in Worcester may be whether we will continue our drive for an educational system that supports and opens up new possibilities for all students, and thereby lifts the entire community. Imagine telling prospective Worcester families what their children can aspire to and achieve because of our demonstrated commitment to communitywide opportunity and excellence.

Tom Del Prete is director of the Adam Institute for Urban Teaching and School Practice at Clark University.